**5. Creating equitable and supportive mathematics learning communities**

When we approach our work with educators and families, we begin by honoring adults' mathematical identities, acknowledging math anxiety and the history of exclusion in mathematics, then focusing on the assets adults bring to creating positive identities for the children in their lives. Beginning our work this way is critical

for creating a positive math community because so many adults carry the baggage of negative experiences with mathematics. If we seek to interrupt this cycle for the next generation of learners, we must first address it with the adults who are their role models and teachers.
